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Coral Reefs Education Department 501 East Pratt Street Baltimore, MD 21202 Reproduction for educational purposes only. Printed on recycled paper, preserving aquatic habitats. 12/13 Coral Reefs Pre- and Post-Visit Activities Grades 5-8

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Page 1: Coral Reefs - National Aquarium/media/Files/Learn/Education Baltimore PDFs... · Coral Reefs – Grades 5-8 4 CORAL REEF CONSERVATION While the coral reef is one of the most complex

Cora

l R

eefs

Education Department501 East Pratt StreetBaltimore, MD 21202

Reproduction for educational purposes only.

Printed on recycled paper, preserving aquatic habitats. 12/13

Coral Reefs Pre- and Post-Visit Activities Grades 5-8

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This booklet was prepared by the Education Department at the National Aquarium.

Illustration: Cindy Belcher

The educational goals of the National Aquarium are supported by funding from the Jacob and Hilda Blaustein Aquatic Education Endowment Fund.

The booklet may be reproduced by any teacher, school or school district for educational purposes.

© 2010

501 East Pratt Street • Baltimore, MD 21202

aqua.org

The National Aquarium is a nonprofit organization

whose mission is to inspire conservation of the world’s aquatic treasures.

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PROGRAM DESCRIPTIONStudents experience an auditorium presentation on the biology of coral reefs and their importance as an ecosystem. Students learn how their day-to-day actions affect the health and in- habitants of coral reefs. Following the program, students travel to the Atlantic Coral Reef gallery to complete a worksheet combining animal behavior, conservation, adaptations and geography of coral reefs.

PLANNING FOR THE PROGRAMThe activities included in this booklet are a supplement to the auditorium program at the National Aquarium. The Coral Reefs program can be incorporated into units about reef biology, ecosystems, animal behavior, adaptations, and conservation practices. Including your trip to the National Aquarium, this lesson should be covered in three days.

DAY 1: PRE-VISIT ACTIVITIESThe day before your visit to the National Aquarium, read the Teacher Background section in this booklet and share the information with your students. On the day of your visit, your group will complete Activity 1 – Atlantic Coral Reef.

DAY 2: AQUARIUM VISITAttend the interactive presentation of Coral Reefs in the 4-D Immersion Theater at the National Aquarium. Visit the Atlantic Coral Reef gallery and complete the accompanying activity on pages 7-17. Also be sure to visit the Pier 3, Level 3 Occupying exhibit and the Level 4 Pacific Reef exhibit to see examples of live coral and reef inhabitants.

DAY 3: POST-VISIT ACTIVITIESThe day after your visit, complete the post-visit activities, Activity 2 – Coral Reef Survivor on pages 18-24 and Activity 3 – Data-based Coral Bleaching on pages 25-31.

Coral ReefsA 30-minute auditorium and gallery program for Grades 5-8 at the National Aquarium

Coral Reefs – Grades 5-8 1

AAAS Benchmarks

4C/M7-6-8: Human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere and intensive farming, have changed the Earth’s land, oceans and atmosphere. Some of these changes have decreased the capacity of the environment to support some life forms. 5A/M1-6-8: One of the most general distinctions among organisms is between plants that use sunlight to make their own food and animals that consume energy-rich foods. Some kinds of organisms, many of them microscopic, cannotbeneatlyclassifiedaseitherplantsoranimals.

5A/M5abc-6-8: All organisms, including the human species, are part of and depend on two main inter- connected global food webs. One includes microscopic oceanplants,theanimalsthatfeedonthemandfinally, the animals that feed on those animals. The other web includes land plants, the animals that feed on them and so forth.

5D/E1-3-5: For any particular environment, some kinds of plants and animals thrive, some do not live as well and some do not survive at all.

5D/E3a-3-5: Organisms interact with one another in various ways besides providing food.

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Coral Reefs – Grades 5-8 2

MD Voluntary Curriculum: Science

Grade 5 - 3.0 Life Science A.1a. Identify and describe features and behaviors of some of the plants and animals living in a familiar environment, and explain ways that these organisms are well-suited to their environment.

Grade 5 - 6.0 Environmental Science B.2a. Explain how human activities may have positive consequences on the natural environment: recycling centers, native plantings and good farming practices.

Grade 5 - 6.0 Environmental Science B.2b. Explain how human activities may have negative consequences on the natural environment: damage or destruction done to habitats, air, water and land pollution.

Teacher BackgroundCORAL REEFSCoral reefs are important marine ecosystems that are found in clear, shallow, tropical waters around the world. They providehabitat for diverse communities of marine animals and plants. Coral reefs consist of individual animals called coral polyps and their hard exoskeletons. These small animals have soft, cylindrical bodies and a ring of tentacles surrounding a mouth. The coral polyp is a member of the phylum Cnidaria, which also includes anemones, jellies, sea whips, sea fans and siphonophores. All members of this phylum, including coral, have tentacles which they use to catch prey. The tentacles are covered with stinging cells called nematocysts, which can stun or even kill small animals called zooplankton that drift too close to the coral. After the zooplankton have been stung, the tentacles direct them toward the central mouth where they are digested.

Since coral polyps are soft-bodied animals, the bulk of a coral reef ecosystem comes from the hard exoskeleton polyps create around themselves. The exoskeleton is composed of

calcium carbonate (CaCO3) found in sea water, and provides protection for polyps. Since polyps occur in groups called colonies, coral reefs consist of a colony’s collective calcium carbonate exoskeleton in addition to the living polyps.

All reef-building corals have algae called zooxanthellae livinginside their tissues. Through the process of photosynthesis, the algae convert carbon dioxide and water into oxygen and carbohydrates. These carbohydrates provide nutrients for the coral polyp. The polyp, in return, uses oxygen for respiration and provides carbon dioxide and shelter to the zooxanthellae. Because these algae require light in order to perform photo-synthesis, their coral hosts are restricted to relatively shallow (30 meters), clear water. The algae account for about half of the weight of the coral body, and algal pigments give the coral its color. Since the algae play such a crucial role in coral survival, without it, coral reproduction comes to a halt.

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Coral Reefs – Grades 5-8 3

WHERE DO REEFS GROW?Reef-buildingcoralshaveveryspecificrequirementsforgrowththat limit their distribution. The water must be clear, shallow and warm, with an optimum temperature of 24 degrees Celsius (75 degrees Farenheit). This temperature requirement limits coral growth to tropical areas. Coral reefs are generally restricted to the eastern margins of continents where warm water from the equator arrives with the currents. Consequently, coral reefs form off the coast of Florida, but not off the coast of California, where the water is much colder.

However, not all water along tropical coastlines is suitable for coral reefs. Other environmental factors, such as the amount of salt in the water, or salinity, can limit coral growth. Corals require a salinity of at least 25 parts per thousand (ppt) and do best in full sea water (35 ppt). Areas with high freshwater runoff, like the mouth of the Amazon River, lack coral reefs because the salinity is too low.

Coral reefs exist where all the environmental factors necessary for coral growth coincide. The major areas of reef development areintheCaribbeanandtheIndo-Pacificregions.Thelargestreef in the world, the Great Barrier Reef, is located off the east coast of Australia and spans 1,200 miles.

CORAL REEF ECOSYSTEM In addition to corals, many other animals feed, hide and rest in the complex reef habitat. Sponges in brilliant colors grow as both encrusting patches and as freestanding shapes, including vase and basket sponges. Some mollusks live on the corals themselves, but many more live in the sandy areas and grass beds around the reef. Arthropods such as crabs, shrimp and spiny lobsters hide in the many nooks and crannies of the reef.

Fish are the most prominent animals of the reef. They exhibit a variety of colors and fascinating ways of living. Many of them have seemingly strange body designs and social behaviors. Thesespecializationsprovideefficientmeansof feeding,schoolingandprotectionforavarietyof fish,andenable all areas of the reef to be used as feeding, resting or hiding places during the day and night.

CORAL REEF FISHThe rock-hard skeletons of corals do not protect them from allof thefishthatinhabitthereef.Parrotfishhaveaspecial adaptation, consisting of a bony “beak” with teeth that are fused together into upper and lower plates. This allows these fishtograzeonalgaethatgrowondeadcoral,aswellaszoo-xanthellae in live coral, by crunching pieces of the hard coral to get to the attached vegetable matter. The coral bits are then ground in a bony mill in the throat and returned to the sediment inafine-grainedform.Thisfeedingstrategyof parrotfishcreates much of the coral-derived “sand” in and around the reefs.Infact,oneparrotfishcanmakeuptoatonof thiscoral sand per year.

Sinceacoralreef housessomanydifferentkindsof fishandinvertebrate species, encounters between individual animals are common.Interactionsbetweenfishof differentspeciesareoften observed in the reef habitat. One example of this is a cleaning station. Smaller animals may appear to be “picking” or “biting” a larger one, with the “victim” doing nothing to defend itself. This is actually cleaning behavior; the smaller fishisremovingparasites,debrisorinfectedtissuefromtheskinof thelargerfish.Thecleanerlivesinasemi-permanentterritorycalleda“cleaningstation,”whichotherfishrecognize. Bothpartiesbenefitfromthisrelationship:thelargerfishgetsrid of an irritant, and the cleaner gets a meal without being harmed.Cleanersincludesmallfishsuchasgobies,cleanerwrassesandyoungporkfish,aswellasmanyof theshrimpthat live in surrounding sponges, anemones and crevices.

Uniquedefenseadaptationsamongfishspeciesarealsoimportant features of coral reefs. For example, the four-eye butterflyfisharethoughttousefakeeyespotstodirectenemies tothewrongendof thefish—thetail.

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Coral Reefs – Grades 5-8 4

CORAL REEF CONSERVATIONWhile the coral reef is one of the most complex and diverse environments in the world, it is also one of the most delicate. Changes to the clarity, temperature or salinity of the water can cause corals to die, or bleach. Coral bleaching refers to the evacuation of zooxanthellae, the color-producing organism in coral reefs, when conditions become less than ideal. When zoo- xanthellae evacuate, coral polyps die, which leaves the white calcium carbonate exoskeleton behind. Without zooxanthellae and polyps, coral reef ecosystems cannot function properly.

Though you may not live in a tropical area, there are still things that you can do to protect coral reefs. To prevent sedimentation, which keeps sunlight from reaching zooxanthellae, you can plant trees. Tree roots not only anchor trees to the ground, but they also keep soil in place so runoff does not carry it into waterways, and eventually the ocean. You can also limit sedimentationbyslowingdowntheflowof rainwater,whichwill result in less dirt and silt being washed into waterways. This can be accomplished by installing a rain barrel to collect water asitflowsoff yourroof viaraingutters.Graveldrivewaysalsoimpedetheflowof waterbeforeitexitsyourproperty.

Another cause of coral bleaching is an algae bloom, which often result from fertilizer and excess nutrients entering tropical waters. Similar to sedimentation, algae blooms block

sunlight, which starves zooxanthellae and results in coral bleaching. You can minimize fertilizer runoff by using little to no fertilizer on your lawn.

Of course “Reduce, Reuse, Recycle” is another important conservation concept for the world’s oceans and coral reefs. You can reduce the amount of water used in your home by turning faucets off when not in use and taking shorter showers instead of baths. Reducing the amount of water we use means that less water has to be treated in sewage treatment plants or in septic systems. Also, you will conserve energy by reducing the amount of water that needs to be pumped through treat-ment plants. Conserving energy reduces the load on fossil fuel plants, thereby reducing the pollution they produce, whichisbeneficialtocoralreefs.

Physical destruction by anchors or human contact is another dangers facing coral reefs. Boats that drop anchor in coral reefs can destroy decades of coral growth in an instant. Careless divers can cause the same destruction by touching or removing pieces of coral reefs. You can prevent this destruction by anchoringyourboattoafloatingbuoyinsteadof theoceanfloor.If youvisitacoralreef,becarefulnottosteponortouch coral, as any physical contact damages the fragile polyps. Instead, use your eyes and an underwater camera to observe and remember your visit.

For more information about the importance of protecting coral reefs, be sure to visit the Atlantic Coral Reef gallery, the Level 3 Occupying exhibit, and the Level 4 Pacific Reef exhibit. Remember, even though you may not live in a tropical area, you can still help protect coral reef ecosystems, so be sure to ask your family, friends and neighbors to do their part in helping the coral reefs!

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Glossary

Algae Bloom – a rapid algae growth caused by fertilizer or excessive nutrients in water; results in a very visible decline in water quality

Anemone – a sedentary marine invertebrate with a columnar body and tentacles surrounding a central mouth

Arthropod – an invertebrate with jointed limbs and a segmented body made of chitin; includes crustaceans and insects

Calcium carbonate – a compound with the chemical formula CaCO3; commonly found in items throughout nature, including rocks, shells and coral

Cleaning station – a location where marine organisms congregate to have dead skin and parasites removed by cleanerfish

Cnidaria – phylum containing aquatic animals with stinging cells; includes corals, jellies, hydras and anemones

Coral bleaching – occurs when poor water quality kills coral, leaving behind a colorless skeleton

Ecosystem – a community of living organisms and their relationships with the non-living materials in a given area

Exoskeleton – the hard outer covering that supports and protects a number of animals, including coral

Habitat – the environment in which an organism or biologi-cal population lives or grows

Mollusk – an invertebrate with a soft, unsegmented body, usually enclosed in a shell; an animal that is a member of the phylum Mollusca, including clams, oysters, scallops, squid and octopuses

Nematocyst – a capsule containing a coiled barb that delivers a paralyzing sting when the capsule’s trigger is disturbed; used in defense and in capturing prey

Photosynthesis – the process by which plants and algae convert carbon dioxide, water and light energy into carbohydrates and oxygen

Polyp – a soft animal resembling an anemone that creates a hard exoskeleton around itself

Rain barrel – a barrel designed to collect and store rainwater as it drips from a rooftop

Runoff – water that is not absorbed into the ground, but insteadflowsoverlandandeventuallyintoastream,riverorthe ocean; runoff can carry loose soil, fertilizer, garbage or other pollutants into a body of water

Salinity – a measure of the concentration of salt in a solution; measured in parts per thousand, or ppt

Schooling –fishof thesamespeciesswimmingasagroup;the group moves and changes directions at the same time; this behavior provides protection from predators

Sedimentation – the process by which sand, clay or silt gets into the water column and eventually settles on the bottom. Excessive amounts of sedimentation can be harmful to the Bay’s aquatic life.

Sponge – a multicellular marine animal whose porous body is supportedbyafibrousskeletalframework;usuallyoccursinsessile colonies

Zooplankton –smallanimalsincludingcrustaceans,fishlarvae and protozoans that drift in the ocean; are eaten by larger animalsincludingcorals,jellies,andfish

Zooxanthellae – single-celled, golden-brown algae that live in the tissues of a variety of organisms, including hard and soft corals; provide the host with energy from photosynthesis

Coral Reefs – Grades 5-8 5

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Resources

BRIDGE: CORAL BLEACHING www2.vims.edu/bridge/DATA.cfm?Bridge_Location=archive0406.html

Using real data, students can complete this activity on coral bleaching around the world.

BRIDGE: CORAL SNAPSHOTSwww2.vims.edu/bridge/DATA.cfm?Bridge_Location=archive1109.html

Biodiversity in Marine Protected Areas activity. Discover the methods of surveying coral reefs.

CORALWATCHcoral.org/resources/more_online_resources

Australian organization that monitors coral health.

ENVIRONMENTAL PROTECTION AGENCY epa.gov/OWOW/oceans/coral/

Information on biology and conservation. Links to coral-related documents geared toward adults.

NATIONAL AQUARIUM – BALTIMORE, MD aqua.org

NATIONAL OCEANIC AND ATMOSPHERIC ADMINIS-TRATION: CORAL REEF EDUCATIONAL RESOURCES coralreef.noaa.gov/outreach/rsourcecd08/posters.html

A collection of coral reef-related education materials. Includes downloadable posters, lesson plans and activities. .

NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION: CORAL REEF WATCH coralreefwatch.noaa.gov/satellite/index.html

Includes near real-time data on environmental conditions of coral reefs.

NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION: OCEAN SERVICE EDUCATIONoceanservice.noaa.gov/education/kits/ corals/welcome.html

Includes information on coral biology, lesson plans and activities for children.

REEF RELIEF reefrelief.org

Aglobalnonprofitmembershiporganizationdedicatedtoprotecting coral reefs. Website includes information on coral reef biology, reef monitoring projects and links to activities for children.

REEFBASEreefbase.org/main.aspx

A global information system for coral reefs that includes photos,mapsandscientificdata.

Coral Reefs – Grades 5-8 6

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Activity 1 – Atlantic Coral Reef

DESCRIPTIONCoralreefsarediversecommunitiesof marineplantsandanimalsthatriseabovesandyoceanfloorsinsometropicalareasof the world. The Atlantic Coral Reef exhibit at the National Aquarium, Baltimore, MD venue corresponds to a coral reef one mightfindintheCarribeanortheFloridaKeys.Thecoralstructuresandanimalsondisplayrepresentthenaturalinhabitantsof those coral reefs.

In this activity, students explore the Atlantic Coral Reef exhibit and use their observational skills to answer the questions on the Student Pages.

PROCEDURE 1. The day of your visit, distribute copies of the Student Pages for Activity 1 – Atlantic Coral Reef found on pages 13-17. The Aquarium instructor will also have copies of this activity.

2. Attend the presentation of Coral Reefs in the 4-D Immersion Theater at the Aquarium.

3. As a class, proceed to the Atlantic Coral Reef exhibit in the Aquarium. Have your students complete the worksheets found on pages 13-17 individually or in pairs. Discuss what can be done to protect coral reefs..

Note: Please supply your own clipboards and pencils for the activity as the Aquarium cannot provide these items.

Coral Reefs – Grades 5-8 7

TEACHER PAGE

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Pulley Ridge (Florida, USA)

Great Barrier Reef (Australia)

Red Sea Coral Reef(Middle East)

Maldives Reefs(Indian Ocean)

Belize Barrier Reef(Central America)

ANSWER KEY

Coral Reefs – Grades 5-8 8

Activity 1 – Atlantic Coral Reef

CORAL REEFS OF THE WORLDThe Atlantic Coral Reef exhibit at the National Aquarium is a representation of the coral reefs off the southeastern coast of the United States. The animals and types of coral on display are native to these reefs, which makes a trip through this exhibit similartoaSCUBAtripintheFloridaKeys.

There are coral reefs found in other parts of the world, too. Using the key below, identify the location of the reefs on the map.

KEY

Great Barrier Reef (Australia)

Belize Barrier Reef (Central America)

Red Sea Coral Reef (Middle East) Maldives Reefs (Indian Ocean)

Pulley Ridge (Florida, USA)

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ANSWER KEY

Activity 1 – Atlantic Coral Reef

CORAL IN THE ATLANTIC CORAL REEFCoral reefs are made up of tiny animals called polyps. Polyps live together in groups called colonies, which make up coral reefs. These colonies can be different shapes, colors and sizes, depending on the species of coral.

The Atlantic Coral Reef exhibit contains examples of many different types of coral that are in the Carribean. Use the checklist below to mark off the types of coral you see in the exhibit.

PILLAR CORAL BRAIN CORAL CAVERNOUS STAR CORAL

ELKHORN CORAL STAGHORN CORAL FINGER CORAL

MOUNTAINOUS STAR CORAL FAN CORAL LEAF CORAL

Coral Reefs – Grades 5-8 9

Answers may vary, however, all nine types of coral are represented in the Atlantic Coral Reef exhibit.

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ANSWER KEY

Activity 1 – Atlantic Coral Reef

FISH THE ATLANTIC CORAL REEF EXHIBITCoralreefsprovideimportanthabitatforavarietyof animals,includingfish.Usingtheinformationintheexhibit,picktwodifferenttypesof fishanddescribetheirappearances.Then,thinkabouthowtheirsize,colororshapehelpsthemtosurviveintheirnaturalhabitat.Alsonotehowthefishisusingthecoralreef initshabitat.Isithidinginit?Isitbitingit?

1. FISH NAME:

DESCRIPTION:

ADAPTATIONS FOR SURVIVAL:

HOW THE FISH USES CORAL:

2. FISH NAME:

DESCRIPTION:

ADAPTATIONS FOR SURVIVAL:

HOW THE FISH USES CORAL:

Coral Reefs – Grades 5-8 10

Green moray eel

Answers vary, depending on species of fish chosen by student. Example answer:

Long, slender body, narrow snout, sharp teeth, green body

Sharp teeth to capture prey. Narrow body to hide in coral reef. Opens and

Hides body in coral for protection and to ambush prey.

closes mouth to draw water over gills in order to breathe.

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ANSWER KEY

Activity 1 – Atlantic Coral Reef

FISH BEHAVIORSDifferentbehaviorsof fishmeandifferentthings.Pickonefishandobserveitforaboutfiveminutes.Checkoff abehavioreverytimeitisexhibitedbythefish.Usethekeytolearnmoreaboutwhatcertainbehaviorsmean.

FISH NAME:

BEHAVIORS OBSERVED:

Aggression Cleaning

Rolling in Gravel Swimming Alone

Schooling Feeding

Hiding/Resting Territorial Display

Coral Reefs – Grades 5-8 11

A GUIDE TO FISH BEHAVIOR

AggressionInahabitatwhereresourcesarelimited,fishmayhavetoscareoff rivals using body language. The open mouth positions pictured here are to intimidateafish’sopponent.

CleaningCleanerfishusetheirmouthstoremovedeadskinandparasitesfromotherfish.Whenafishisreadytobecleaned,itsignalstothecleanerfishby holding an awkward-looking position to show that it poses no threat.

Rolling in GravelAnotherwaysomefishgetridof parasitesanddeadskinistorollaround the rough gravel bottom.

SchoolingSomefishswimingroups,calledschools,asawayof protectingthemselves.Apredatorcan’teatawholegroupof fishandmightbeconfusedby their swimming.

Hiding/RestingFish may not always be swimming. Look in the nooks and overhangs of the reef forfishthatarerestingorhiding.

TerritorySomefishstakeoutonespotonareef as“theirs.”Otherfishordiversthatcome too close will be nipped and chased away.

Answers vary, depending on species of fish chosen by student.

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ANSWER KEY

Activity 1 – Atlantic Coral Reef

CORALS IN DANGERCoral reefs are very important underwater ecosystems. They provide animals with food, shelter, breeding grounds and much more. Without coral reefs, many underwater species would not survive.

Coral reefs are in danger. Human actions have hurt the reefs, and now many types of coral are endangered. Fortunately, there are things we each can do to help protect these important habitats.

Using information in the exhibit, list at least two reasons corals are endangered. Then write down two things YOU can do to help protect corals.

REASONS CORAL REEFS ARE IN DANGER:

1.

2.

3.

THINGS YOU CAN DO TO HELP PROTECT CORAL REEFS:

1.

2.

3. Donate the change in your pockets to the Coral Reef Parking Meter at the top of the Atlantic Coral Reef exhibit ramp. All change goes toward protecting coral reefs.

Coral Reefs – Grades 5-8 12

A GUIDE TO FISH BEHAVIOR

TerritorySomefishstakeoutonespotonareef as“theirs.”Otherfishordiversthatcome too close will be nipped and chased away.

Brooding (not always seen)Somefishswimneartheireggsinordertoprotectthem.Thisbehavioralsokeeps clean water running over the eggs while they develop.

Answers vary. Possible answers include: Destruction from boat anchors, physical contact by careless divers,

Answers vary. Possible answers include: anchoring boats to floating buoys, not purchasing coral products,

disposing of trash properly when boating, planting trees, carpooling and avoiding contact with coral while

diving or snorkeling

sediment runoff from coastal development, sewage runoff,

increased water temperature from climate change

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Activity 1 – Atlantic Coral Reef

CORAL REEFS OF THE WORLDThe Atlantic Coral Reef exhibit at the National Aquarium is a representation of the coral reefs off the southeastern coast of the United States. The animals and types of coral on display are native to these reefs, which makes a trip through this exhibit similartoaSCUBAtripintheFloridaKeys.

There are coral reefs found in other parts of the world, too. Using the key below, identify the location of the reefs on the map.

STUDENT PAGE

Coral Reefs – Grades 5-8 13

KEY

Great Barrier Reef (Australia)

Belize Barrier Reef (Central America)

Red Sea Coral Reef (Middle East) Maldives Reefs (Indian Ocean)

Pulley Ridge (Florida, USA)

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STUDENT PAGE

Activity 1 – Atlantic Coral Reef

CORAL IN THE ATLANTIC CORAL REEFCoral reefs are made up of tiny animals called polyps. Polyps live together in groups called colonies, which make up coral reefs. These colonies can be different shapes, colors and sizes, depending on the species of coral.

The Atlantic Coral Reef exhibit contains examples of many different types of coral that are in the Carribean. Use the checklist below to mark off the types of coral you see in the exhibit.

PILLAR CORAL BRAIN CORAL CAVERNOUS STAR CORAL

ELKHORN CORAL STAGHORN CORAL FINGER CORAL

MOUNTAINOUS STAR CORAL FAN CORAL LEAF CORAL

Coral Reefs – Grades 5-8 14

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STUDENT PAGE

Activity 1 – Atlantic Coral Reef

FISH THE ATLANTIC CORAL REEF EXHIBITCoralreefsprovideimportanthabitatforavarietyof animals,includingfish.Usingtheinformationintheexhibit,picktwodifferenttypesof fishanddescribetheirappearances.Then,thinkabouthowtheirsize,colororshapehelpsthemtosurviveintheirnaturalhabitat.Alsonotehowthefishisusingthecoralreef initshabitat.Isithidinginit?Isitbitingit?

1. FISH NAME:

DESCRIPTION:

ADAPTATIONS FOR SURVIVAL:

HOW THE FISH USES CORAL:

2. FISH NAME:

DESCRIPTION:

ADAPTATIONS FOR SURVIVAL:

HOW THE FISH USES CORAL:

Coral Reefs – Grades 5-8 15

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STUDENT PAGE

Activity 1 – Atlantic Coral Reef

FISH BEHAVIORSDifferentbehaviorsof fishmeandifferentthings.Pickonefishandobserveitforaboutfiveminutes.Checkoff abehavioreverytimeitisexhibitedbythefish.Usethekeytolearnmoreaboutwhatcertainbehaviorsmean.

FISH NAME:

BEHAVIORS OBSERVED:

Aggression Cleaning

Rolling in Gravel Swimming Alone

Schooling Feeding

Hiding/Resting Territorial Display

Coral Reefs – Grades 5-8 16

A GUIDE TO FISH BEHAVIOR

AggressionInahabitatwhereresourcesarelimited,fishmayhavetoscareoff rivals using body language. The open mouth positions pictured here are to intimidateafish’sopponent.

CleaningCleanerfishusetheirmouthstoremovedeadskinandparasitesfromotherfish.Whenafishisreadytobecleaned,itsignalstothecleanerfishby holding an awkward-looking position to show that it poses no threat.

Rolling in GravelAnotherwaysomefishgetridof parasitesanddeadskinistorollaround the rough gravel bottom.

SchoolingSomefishswimingroups,calledschools,asawayof protectingthemselves.Apredatorcan’teatawholegroupof fishandmightbeconfusedby their swimming.

Hiding/RestingFish may not always be swimming. Look in the nooks and overhangs of the reef forfishthatarerestingorhiding.

TerritorySomefishstakeoutonespotonareef as“theirs.”Otherfishordiversthatcome too close will be nipped and chased away.

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STUDENT PAGE

Activity 1 – Atlantic Coral Reef

CORALS IN DANGERCoral reefs are very important underwater ecosystems. They provide animals with food, shelter, breeding grounds and much more. Without coral reefs, many underwater species would not survive.

Coral reefs are in danger. Human actions have hurt the reefs, and now many types of coral are endangered. Fortunately, there are things we each can do to help protect these important habitats.

Using information in the exhibit, list at least two reasons corals are endangered. Then write down two things YOU can do to help protect corals.

REASONS CORAL REEFS ARE IN DANGER:

1.

2.

3.

THINGS YOU CAN DO TO HELP PROTECT CORAL REEFS:

1.

2.

3. Donate the change in your pockets to the Coral Reef Parking Meter at the top of the Atlantic Coral Reef exhibit ramp. All change goes toward protecting coral reefs.

Coral Reefs – Grades 5-8 17

A GUIDE TO FISH BEHAVIOR

TerritorySomefishstakeoutonespotonareef as“theirs.”Otherfishordiversthatcome too close will be nipped and chased away.

Brooding (not always seen)Somefishswimneartheireggsinordertoprotectthem.Thisbehavioralsokeeps clean water running over the eggs while they develop.

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TEACHER PAGE

Activity 2 – Coral Reef Survivor

Coral Reefs – Grades 5-8 18

DESCRIPTIONWhile the coral reef is one of the most complex and diverse environments in the world, it is also one of the most delicate. Somethingasseeminglyharmlessasgrazingcoralwithaflipperwhiledivingcandestroyyearsof coralgrowth.Everyonecando something to minimize the hazards coral reefs face and protect this important ecosystem.

As a follow up to your Aquarium Coral Reefs program, this activity tests students’ knowledge of coral reefs in a Jeopardy-style trivia game. As the game progresses, students have the opportunity to obtain chance cards that can either describe why their reef is healthy or why it is unhealthy. The team with the healthiest reef by the game’s end is the winner.

PROCEDURE 1. Cut out 24 question cards that are the same size as the examples pictured on page 19. For each card, write a category and point value on one side and a corresponding question and answer on the other. Categories, point values, questions and answers can be found on pages 20-22.

2. Group the cards according to category and write the category names across the top of the class blackboard or whiteboard. Adhere the cards to the board below the appropriate category. Arrange them in order of increasing point value so the 100 point cards are at the top of the category column and the 400 point cards are at the bottom.

3. Copy and cut out the 20 chance cards pictured on pages 23-24.

4. Divideyourclassintotwoteams.Havethefirstteamselectaquestioncardfromtheboardbasedoncategoryandpoint value. Read the question to the team. If they answer correctly, award the team the point value listed on the card and allow them to select another question card. If they answer incorrectly, ask the second team the same question. If they answer correctly, they are awarded the points and receive another turn. If neither team answers correctly, read the answer andallowthefirstteamtoselectanewquestioncard.Thegameendswhenallthequestioncardshavebeenselected.

5. At the beginning of their turn, a team may use their accrued points to purchase chance cards for 300 points apiece. Oncepurchased,havetheteamreadthestatementonthechancecardaloud.Thestatementreflectseitherahealthyor anunhealthyreef.Keeptrackof howmany“healthyreef ”and“unhealthyreef ”chancecardseachteamreceives.At the end of the game, if a team has more than 300 points left, they must spend them on chance cards until they can not purchase any more. The team with the greatest number of “healthy reef ” chance cards by the end of the game is the winner.

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TEACHER PAGE

Activity 2 – Coral Reef Survivor

Coral Reefs – Grades 5-8 19

FOOD300 Points

(front)

Question: Why are zooxanthellae important to coral survival?

Answer: Zooxanthellae perform photosynthesis, which creates nutrients for coral polyps.

(back)

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TEACHER PAGE

Activity 2 – Coral Reef Survivor

Coral Reefs – Grades 5-8 20

QUESTIONS AND ANSWERS:

CONSERVATION:

100 points:

Q: True or false: People who don’t live near water can do something to help coral reefs.

A: True: Even in a landlocked area, people can protect coral reefs.

200 points:

Q: Name one thing that divers can do to protect coral during a trip to a reef.

A:Anchorboattofloatingbuoyinsteadof droppingananchor,disposeof trashproperlyduringtrip,don’ttouchor remove coral.

300 points:

Q:Howdoesplantingtreeshelpcoralreefs?

A: Tree roots help hold soil in place so it doesn’t wash into waterways, and eventually the ocean. Soil can cloud ocean water, preventing sunlight from reaching zooxanthellae on corals.

400 points:

Q:Howdoesfertilizerharmcoralreefs?

A: Fertilizer can cause algae blooms in water, which block sunlight from reaching zooxanthellae on corals.

REEF INHABITANTS:

100 points:

Q:Whyarecoralreefsimportant?

A: Coral reefs provide habitat and food for a variety of marine organisms.

200 points:

Q:Whydofishschool?

A: To protect themselves from predators.

300 points:

Q:Howdoparrotfishusecoralreefs?

A:Theyusetheir“beak”toeatalgaeoff coral.(Parrotfishthengrindupbitsof coralandredeposititasfinesand around the reef.)

400 points:

Q:Whatisa“cleaningstation”(asfoundonacoralreef)?

A:Itisalocationonthereef whereasmaller“cleaner”fishlivesandremovesdebris,parasitesandinfectedtissue fromlargerfish.

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TEACHER PAGE

Activity 2 – Coral Reef Survivor

Coral Reefs – Grades 5-8 21

CLASSIFICATION:

100 points:

Q:Iscoralaplant,animal,orarock?

A: The coral polyp is an animal. Zooxanthellae is a plant and live within the tissue of coral polyps. Their hard exoskeleton is rock-like and is made of calcium carbonate.

200 points:

Q:Towhatphylumdocoralsbelong?

A: Cnidaria

300 points:

Q: Name another member of the phylum to which hard or stony corals belong.

A:Anemones,seawhips,seafans,firecorals,jellies,zoanthids

400 points:

Q: Name one species of coral represented in the Atlantic Coral Reef exhibit.

A:Pillar,brain,cavernousstar,elkhorn,staghorn,finger,mountainousstar,fanandleaf coral.

CONDITIONS FOR SURVIVAL:

100 points:

Q: Describe the type of water coral need in order to survive. (List at least two characteristics.)

A: Warm (~75 degrees Farenheit), shallow (<30m), clear, salt (25 – 35 ppt) water.

200 points:

Q:Whycancoralssurviveonlyinclear,shallow(30m)water?

A: Since corals get nutrients from photosynthesizing algae, they need to have access to sunlight, which will only penetrate clear, shallow water.

300 points:

Q: Why does the Atlantic Coral ReefexhibitattheNationalAquarium’sBaltimorevenuecontainartificialcoral?

A:Livingcoralissensitivetosalinity,light,temperature,etc.andisdifficulttomaintainonexhibitonalargescale.

400 points:

Q:Whyarecoralreefstypicallyfoundontheeasterncoastof continents?

A: The water is warmer than on the western coast because it is coming from the equator.

FOOD:

100 points:

Q:Howdocoralscatchtheirprey?

A: Stinging cells (nematocysts) on the coral’s tentacles stun or kill the prey as they swim by.

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TEACHER PAGE

Activity 2 – Coral Reef Survivor

Coral Reefs – Grades 5-8 22

FOOD (continued):

200 points:

Q:Whatisthenameforthestingingcellsonacoral’stentacles?

A: Nematocysts

300 points:

Q:Whyarezooxanthellaeimportanttocoralsurvival?

A: Zooxanthellae perform photosynthesis, which creates nutrients for coral polyps.

400 points:

Q:Whatbenefitdocoralsprovidetozooxanthellae?

A: Corals provide shelter and carbon dioxide for zooxanthellae.

EXOSKELETON:

100 points:

Q:Whatistheexoskeletonof hardcoralmadeof?

A: Calcium carbonate

200 points:

Q:Whatgivescoralitscolor?

A: The pigments of zooxanthellae.

300 points:

Q:Whatmakescoralsbleach?

A: Zooxanthellae, which provide pigment to corals, evacuate when conditions become less than ideal.

FINAL BONUS QUESTION:

400 points:

Q: Name the largest coral reef in the world.

A: The Great Barrier Reef of Australia

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TEACHER PAGE

Activity 2 – Coral Reef Survivor

Coral Reefs – Grades 5-8 23

CHANCE CARDS

HEALTHY REEF!

A family docked their boat to a floatingbuoyinsteadof droppingan

anchor into your fragile coral reef.

HEALTHY REEF!

A class of students participated in a beach clean-up, which meant there was less trash to pollute your reef.

HEALTHY REEF!

A family installed a rainbarrel, which kept rain from washing

soil, fertilizer and trash from their lawn and into the water in your reef.

HEALTHY REEF!

A family installed a driveway made of gravel instead of asphalt which helped prevent soil and fertilizer

from being washed from land into your reef.

HEALTHY REEF!

A SCUBA diver chose to take underwater pictures of your reef

instead of grabbing a piece of coral as a souvenir.

HEALTHY REEF!

Students donated their change to a reef protection fund, such as the Coral Reef Parking Meter at theNational Aquarium, which works

to conserve reefs.

HEALTHY REEF!

A student chose not to buy coral souvenirs while on vacation, which

meant less coral was harvested from your reef.

UNHEALTHY REEF!

A careless vacationer dropped an anchor onto your coral reef which destroyed an important

marine habitat.

HEALTHY REEF!

A family planted trees in their yard, which kept soil from washing off their lawn and clouding the water

in your reef.

HEALTHY REEF!

A family chose not to fertilize their lawn, which meant there was less fertilizer to wash out to sea and

cause harmful algal blooms above your reef.

HEALTHY REEF!

A student chose not to put tropical fishharvestedfromyourcoralreef

into his/her aquarium tank.

UNHEALTHY REEF!

An inconsiderate diver grabbed a piece of your living coral reef while

diving, which destroyed years of coral growth.

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TEACHER PAGE

Activity 2 – Coral Reef Survivor

Coral Reefs – Grades 5-8 24

CHANCE CARDS

UNHEALTHY REEF!

A developer cut down trees, which allowed soil to wash into the ocean,

blocking sunlight from reaching the coral in your reef.

UNHEALTHY REEF!

Astudentorderedatypeof fishto eat that was not harvested properly

from your coral reef.

UNHEALTHY REEF!

A student let the water run while brushing his/her teeth, which meant more dirty water entered your reef.

UNHEALTHY REEF!

A family threw their trash into the water surrounding your reef while

out on their boat.

UNHEALTHY REEF!

Astudentselectedatropicalfish for his/her aquarium that was not

harvested properly from your coral reef.

UNHEALTHY REEF!

A developer built a hotel too close to the coastline, which caused pollution and soil to enter the

waters of your reef.

UNHEALTHY REEF!

A student chose not to recycle, which created unnecessary waste

that ended up in your reef.

UNHEALTHY REEF!

A family used fertilizer on their garden, which washed into the ocean

and contributed to a harmfulalgal bloom in your reef.

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TEACHER PAGE

Activity 3 – Data-based Coral Bleaching

Coral Reefs – Grades 5-8 25

DESCRIPTIONCoral reefs are found only in tropical oceans near the equator. This limited range occurs because coral polyps have very specificenvironmentalrequirements.Fluctuationsintheclarity,temperature,orsalinityof thewatersurroundingthemcancause corals to die, or bleach. Coral bleaching refers to the evacuation of zooxanthellae, the color producing organism in coral reefs, that takes place when conditions become less than ideal. When zooxanthellae evacuate, coral polyps die, which leaves the white calcium carbonate exoskeleton behind. Without zooxanthellae and polyps, coral reef ecosystems cannot function properly.

In this Coral Reefs program post-visit activity, students note trends in sea surface temperature and explore how changes in temperature can affect coral. Using the National Oceanic and Atmospheric Administration’s (NOAA) Coral Reef Watch website, students view and interpret near-real-time data related to sea surface temperature. They graph trends in sea surface temperatureand hypothesize how these trends affect actual coral reefs.

PROCEDURE 1. Review the environmental requirements of coral with students. Refer to pages 2-4 of the Teacher Background. Be sure to include water temperature, salinity and clarity in your review. Explain that NOAA uses satellites to monitor some of these parameters and publishes this information on the internet. The students use this information to answer questions related to coral reef health.

2. Distribute copies of the Student Pages for Activity 3 – Data-based Coral Bleaching on pages 29-31 to your students.

3. Divide students into pairs or small groups of no more than four. Arrange for each pair or group to have access to a computer and internet for the duration of this activity. Have them complete Steps A through D on the Student Pages.

4. Discuss the answers as a class. In particular, discuss factors that contribute to climate change and changes in sea surface temperature.Whatcanyourclassdotominimizechangesinseasurfacetemperatureandthus,coralbleaching?

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DIRECTIONSVisit NOAA’s Coral Reef Watch web site at coralreefwatch.noaa.gov/satellite/index.html. You should see a web page that looks like the one pictured to the right. Usingthe information available on the web site, and links containedwithin it, answer the following questions in the space provided.

STEP A Whatiscoralbleaching?

Whataresomefactorsthatcancausecoralstobleach?

Accordingtothiswebsite,whathascausedthemostcoralbleachingeventssince1979?

Whatdoes“SST”standfor?

HowmightchangesinSSTaffectcoralreef health?

ANSWER KEY

Activity 3 – Data-based Coral Bleaching

Coral Reefs – Grades 5-8 26

It is the loss of the symbiotic algae

(zooxanthellae) that give corals their distinctive colors.

Exposure to high levels of light, increased ultraviolet

radiation, temperature or salinity extremes, reduced

light levels due to high turbidity or sedimentation and bacterial infections

Increased sea water temperatures associated with global climate change and el Niño/la Niña events. Elevated

ultraviolet and visible light may have played a part, too.

Increases or decreases in sea surface temperature might harm

zooxanthellae. If this happens, zooxanthellae may evacuate the coral reef, which would cause coral polyps and

the reef itself to die, or bleach.

Sea surface temperature

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ANSWER KEY

Activity 3 – Data-based Coral Bleaching

Coral Reefs – Grades 5-8 27

STEP B Usingthemapof worldwideSST,whatistheapproximateSSToff thesoutheasterncoastof theUnitedStatestoday?Don’tforget to use units! (If data is not available for today’s date, use the most recent set of SST measurements.)

Using the Image Archives available on the web site, determine the SST off the southeastern coast of the United States on today’sdateforthelastfiveyears.Dataislocatedunder“W.Hemi”linkforeachdate.Recorddataonthetablebelow.(If SSTis not available for today’s date, use data for the next-closest date.)

Today

One year ago

Two years ago

Three years ago

Four years ago

Five years ago

SST for Southeastern United States (degrees Celsius)

Answers range from -2.0 degrees Celsius to 34.0 degrees Celsius. Answers will vary from day to day and from

group to group, depending on their interpretation of color-coded data.

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ANSWER KEY

Activity 3 – Data-based Coral Bleaching

Coral Reefs – Grades 5-8 28

STEP C Using the information recorded in Step B, create a graph in the space below to show how SST off the southeastern coast of the United States has changed over time. Be sure to include a title for the graph and label the x-axis and the y-axis.

STEP D AccordingtothegraphinStepC,didtheSSToff thesoutheasterncoastof theUnitedStateschangeovertime?

If SSTdidchangeovertime,howmightthosechangesaffectcoralreefsinthatarea?

SEA SURFACE TEMPERATURE OFF THE SOUTHEASTERN COAST OF THE UNITED STATESfrom (today’s date five years ago) to (today’s date)

SST

(deg

rees

Cel

sius

)

Years for which data was collected on(today’s date) +/- (number of days)

33

31

29

32

30

28

2004

Answers will vary according to data.

Any increases or decreases in sea surface temperature would stress zooxanthellae living within coral

polyps. If the changes in sea surface temperature were significant enough, the zooxanthellae might die

or leave the coral polyps, which would cause the polyps, and eventually the reef, to die or bleach.

Graphs will vary, depending on data and scalechosen by students. Title should incorporate SST and

years of data represented. X-axis shouldrepresent progression of time and be labeled as such.

Y-axis should represent SST and include units.

2006 20082005 2007 2009

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DIRECTIONSVisit NOAA’s Coral Reef Watch web site at coralreefwatch.noaa.gov/satellite/index.html. You should see a web page that looks like the one pictured to the right. Usingthe information available on the web site, and links containedwithin it, answer the following questions in the space provided.

STEP A Whatiscoralbleaching?

Whataresomefactorsthatcancausecoralstobleach?

Accordingtothiswebsite,whathascausedthemostcoralbleachingeventssince1979?

Whatdoes“SST”standfor?

HowmightchangesinSSTaffectcoralreef health?

STUDENT PAGE

Activity 3 – Data-based Coral Bleaching

Coral Reefs – Grades 5-8 29

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STUDENT PAGE

Activity 3 – Data-based Coral Bleaching

Coral Reefs – Grades 5-8 30

STEP B Usingthemapof worldwideSST,whatistheapproximateSSToff thesoutheasterncoastof theUnitedStatestoday?Don’tforget to use units! (If data is not available for today’s date, use the most recent set of SST measurements.)

Using the Image Archives available on the web site, determine the SST off the southeastern coast of the United States on today’sdateforthelastfiveyears.Dataislocatedunder“W.Hemi”linkforeachdate.Recorddataonthetablebelow.(If SSTis not available for today’s date, use data for the next-closest date.)

Today

One year ago

Two years ago

Three years ago

Four years ago

Five years ago

SST for Southeastern United States (degrees Celsius)

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STUDENT PAGE

Activity 3 – Data-based Coral Bleaching

Coral Reefs – Grades 5-8 31

STEP C Using the information recorded in Step B, create a graph in the space below to show how SST off the southeastern coast of the United States has changed over time. Be sure to include a title for the graph and label the x-axis and the y-axis.

STEP D AccordingtothegraphinStepC,didtheSSToff thesoutheasterncoastof theUnitedStateschangeovertime?

If SSTdidchangeovertime,howmightthosechangesaffectcoralreefsinthatarea?